Cooperating Teachers Reflect upon the Impact of Coaching on Their Own Teaching and Professional Life.

Autor/inn/en	Clinard, Linda M.; und weitere
Titel	Cooperating Teachers Reflect upon the Impact of Coaching on Their Own Teaching and Professional Life.
Quelle	(1995), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Cooperating Teachers; Elementary Secondary Education; Faculty Development; Higher Education; Inservice Teacher Education; Partnerships in Education; Professional Development Schools; Reflective Teaching; Student Teachers; Teacher Attitudes; Teacher Student Relationship; Teacher Supervision; Teaching Models; Teaching Skills + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Hochschulpartnerschaft; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrmodell; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This study focused on the experiences of cooperating teachers beyond their immediate work with student teachers. The study was a major part of a collaborative action research project in which 172 cooperating teachers experienced the new role of "University Associate" as part of the University of California-Irvine Professional Development Schools (PDS) program, a partnership with 41 schools in which cooperating teachers play a pivotal role in mentoring student teachers as well as serving as a link between the university and the school. A review of recent literature indicated that PDSs reflect a significant shift in clinical teacher education. The process for preparation and support of university associates included cognitive coaching seminars, student teacher orientations, and dialogue meetings with other university associates. The study findings suggested five categories of reflection regarding University Associates experiences: (1) attitudes and perceptions, including renewed enthusiasm about classroom teaching and increased respect for the university faculty; (2) pragmatic application, including cognitive coaching techniques, more effective use of technology, approaches to time planning, classroom management and discipline, and brainstorming with other teachers; (3) professional image, including more confidence in training others, being seen as a colleague by the university, and more commitment to the development of quality teacher education; (4) human relations, including improved social interaction and communication skills; and (5) personal reflections, including sense of pride as an individual, and motivation to remain in the profession. The study demonstrated that this approach to the Professional Development School partnership with teacher education programs provides a strong basis for change and renewal not only in the work of student teachers but also in the lives of individual teachers and their schools. Statements from study participants are included. (Contains 15 references.) (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC